Note
Thesis (M.A.)--Florida Atlantic University, 1985.
Member of
Contributors
Publisher
Florida Atlantic University
Date Issued
1985
Description
This thesis explored relationships between aggression
in elementary school children and two classes of social
cognitions that might influence children's decisions about
whether to behave aggressively. A first study compared
aggressive and nonaggressive children's perceptions of
their abilities to perform aggression and related behaviors
(or their "perceptions of self-efficacy" for the.:se behaviors).
Compared to nonaggressive children, aggressive subjects
reported that it is easier to perform aggression and more
difficult to inhibit aggression, but they did not differ in
reported ease of performing prosocial behavior or engaging
in verbal persuasion. A second study compared aggressive
and nonaggressive children's beliefs about the reinforcing
and punishing consequences of aggression (or their "response-outcome
expectations"). Aggressive children were more
confident that aggression would produce tangible rewards
and reduce aversive treatment. It was suggested that cognitive
models of aggression, such as that proposed by Dodge, may
profit from inclusion of concepts from cognitive social
learning theory.
in elementary school children and two classes of social
cognitions that might influence children's decisions about
whether to behave aggressively. A first study compared
aggressive and nonaggressive children's perceptions of
their abilities to perform aggression and related behaviors
(or their "perceptions of self-efficacy" for the.:se behaviors).
Compared to nonaggressive children, aggressive subjects
reported that it is easier to perform aggression and more
difficult to inhibit aggression, but they did not differ in
reported ease of performing prosocial behavior or engaging
in verbal persuasion. A second study compared aggressive
and nonaggressive children's beliefs about the reinforcing
and punishing consequences of aggression (or their "response-outcome
expectations"). Aggressive children were more
confident that aggression would produce tangible rewards
and reduce aversive treatment. It was suggested that cognitive
models of aggression, such as that proposed by Dodge, may
profit from inclusion of concepts from cognitive social
learning theory.
Language
Type
Form
Extent
82 p.
Subject (Topical)
Identifier
14265
Additional Information
Thesis (M.A.)--Florida Atlantic University, 1985.
Charles E. Schmidt College of Science
Date Backup
1985
Date Text
1985
Date Issued (EDTF)
1985
Extension
FAU
FAU
admin_unit="FAU01", ingest_id="ing1508", creator="staff:fcllz", creation_date="2007-07-19 02:21:23", modified_by="staff:fcllz", modification_date="2011-01-06 13:09:07"
IID
FADT14265
Issuance
monographic
Organizations
Attributed name: Florida Atlantic University
Person Preferred Name
RASMUSSEN, PAUL RONALD.
Graduate College
Physical Description
82 p.
application/pdf
Title Plain
ROLE OF PERCEIVED SELF-EFFICACY AND OUTCOME-EXPECTANCIES IN THE MEDIATION OF AGGRESSIVE BEHAVIOR
Use and Reproduction
Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
http://rightsstatements.org/vocab/InC/1.0/
Origin Information
1985
monographic
Boca Raton, Fla.
Florida Atlantic University
Physical Location
Florida Atlantic University Libraries
Place
Boca Raton, Fla.
Sub Location
Digital Library
Title
ROLE OF PERCEIVED SELF-EFFICACY AND OUTCOME-EXPECTANCIES IN THE MEDIATION OF AGGRESSIVE BEHAVIOR
Other Title Info
ROLE OF PERCEIVED SELF-EFFICACY AND OUTCOME-EXPECTANCIES IN THE MEDIATION OF AGGRESSIVE BEHAVIOR